Pragmatic development during short-term study abroad: The case of address terms in Indonesian

Abstract

The study examines the development of knowledge about Indonesian address terms by Australian study-abroad participants during a short summer course. It uses a multi-method approach, combining written pre- and post-tests, elicitation of oral comments on written test responses, regular interviews and regular diary-keeping tasks. The learners rapidly acquired new address terms for the vocative slot. However they developed only modest knowledge about terms for the pronoun slot, and showed low concern for conforming to those L2 norms. The study shows that substantial L2 pragmatics can be acquired during even short periods of study abroad. It shows how processes such as transfer of training and L1 transfer can work together to impede pragmatic development, and shows that study-abroad participants will often lack access to systematic efforts to socialize them regarding L2 pragmatic norms, and that a highly salient identity as a foreigner in the L2 culture setting can constrain study-abroad participants from adopting L2 pragmatic norms.